Cinthia Salinas

Cinthia Salinas

Associate Professor; C&I Associate Chair; Program Area Coordinator for Social Studies & Advisor for the Social Studies UTeach Urban Teacher Program


Bilingual/Bicultural Education, Cultural Studies in Education, Social Studies Education

Email
cssalinas@austin.utexas.edu

Office & Hours

Office: SZB 428B

Phone
(512) 232-3539

Fax
(512) 471-8460

Courses of Instruction
Secondary Social Studies Methods, Advanced Secondary Social Studies Methods, Elementary Social Studies Methods, Multicultural Education and the Curriculum, Advanced Multicultural Education and the Curriculum, Secondary Education and the Curriculum, High Stakes Testing and the Curriculum, Historical Perspectives and the Curriculum, Case Study Research, Introduction to Qualitative Research, Secondary Teaching in the Social Studies, and Improving the Social Studies

Mailing Address
The University of Texas at Austin
Curriculum & Instruction
1 University Station
Austin, TX 78712-0379
UT Mail Code: D5700

Profile

Dr. Salinas is a member of the Social Studies program area, and is an affiliate faculty member in the Bilingual/Bicultural and the Cultural Studies in Education program areas. Her focus in the social studies includes historical thinking in elementary bilingual and secondary education late arrival immigrant ESL classroom settings as well as broader understandings of citizenship. Her work also exams the social studies teachers' enactment of curriculum and instruction in an era of high stake testing. In addition, Dr. Salinas does conduct research on migrant education and notions of educator as activist.

Education

Ph.D. University of Texas at Austin, 1999

Representative Publications

Journal Publications:

Franquiz, M. & Salinas, C. (2013). Knowing English Is Not Enough! Cultivating Academic Literacies Among High School Newcomers” High School Journal, 96(4), p. 339-357.

Blankenship, W. G., & Salinas, C. (2013). Shifting Neo-Narratives: Online Participatory Media & Historical Narrative. Journal of the Research Center for Educational Technology, 9(1), 74-93.

Saye, J. & Social Studies Inquiry Research Collaborative (2013). Authentic Pedagogy: Its Presence in Social Studies Classrooms and Relationship to Student Performance on State- Mandated Tests” Theory & Research in Social Education, 41: 89–132.

DeWitt, S. & Social Studies Inquiry Research Collaborative (2013). The Lower-Order Expectations of High-Stakes Tests: A Four-State Analysis of Social Studies Standards and Test Alignment. Theory & Research in Social Education, 41 (3), p. 382-427.

Salinas, C & Blevins, B (2013). Enacting critical historical thinking: Decision making among preservice social studies teachers. Teacher Education Quarterly, 40 (1), p.7-24.

Salinas, C, Blevins, B., & Sullivan, C (2012). Critical Historical Thinking: When Official Narratives Collide with Other Narratives. Multicultural Perspectives, 14(1), p. 18-27. 

Franquiz, M. & Salinas, C. (2011). Newcomers to the US: Developing historical thinking among Latino immigrant students in a Central Texas high school. Bilingual Research Journal, 34, p.58-75.

Salinas, C., & Castro, T. (2010). Disrupting the official curriculum: Cultural biography and the decision making of Latino preservice teachers. Theory and Research in Social Education, 38(3), p. 428-463. 

Salinas, C., Sullivan, C., & Wacker, T. (2007). Curriculum considerations for late-arrival high school immigrant students: Developing a critically conscious World Geography Studies approach to citizenship education. Journal of Border Educational Research 6(2), p.55-67 .

Salinas, C., & Sullivan, C. (2007). Latina/o teachers and historical positionality: Challenging the construction of the official school knowledge, Journal of Curriculum and Pedagogy, 4(1), 178-199.

Salinas, C., & Reidel, M. (2007). The cultural politics of the Texas’ educational agenda: Examining who gets what, when and how. Anthropology and Education Quarterly, 38(1), 42-56.

 Edited Book:

Salinas, C., & Franquiz, M. (Eds.). (2004). Scholars in the field: The challenges of migrant education. Charleston, WV: ERIC Clearinghouse and Small Schools.

 

 

 

 

Recent Awards

  • American Education Research Association (AERA), Division K, Innovations in Research on Diversity in Teacher Education Award, 2013
  • Regents’ Outstanding Teaching Award, The University of Texas System, 2012
  • American Education Research Association, Social Studies Special Interest Group, Best Paper Award, 2012
  • Judy Spence Tate Fellowship for Excellence, 2011-12, 2012-13, 2013-14

Current Research Projects and Grants

Tejano Monument Curriculum Project-funded by the Tejano Monument Board and the Walmart Foundation, the collaborative project merged the efforts of the teacher education bilingual program with the MA/MEd Proyecto Maestría in creating curriculum that enriches elementary students' understanding of the history of Tejas

Social Studies Inquiry Research Collaborative (SSIRC)- a group of studies being conducted across the country to examine what sorts of classroom experiences improve student learning and performance in social studies. This collaborative includes social studies educators from the College and University Faculty Assembly of the National Council for the Social Studies and includes the Social Studies program area in Curriculum and Instruction at the University. In the spring 2009 thirty university researchers across the country will each select one local school system as a partner in examining how different kinds of instruction may affect the social studies learning of diverse student populations.

Presidential ial Timeline- funded by NEH Digital Humanities grant and the National Archives and Records Administration the project (2007-2013) entails a collaborative between all the Presidential Libraries and the College of Education. Included in the development and coordination of online primary source materials are multiple teacher workshops that address the expanded use of historical thinking.

 

Research Interests and Expertise

Historical thinking and citizenship education in bilingual, ESL, and immigrant schooling contexts, migrant education, and high stakes testing in the social studies.

Boards, Committees and Associations

  • Consulting editor, Social Studies (2002-present)
  • Editorial Board, Multicultural Perspectives (2013-)
  • Editorial Board, Theory and Research in Social Education (2007-2010)(2013-present)
  • American Educational Research Association (AERA)
  • National Council for Social Studies (NCSS)
  • College and University Faculty Assembly (CUFA) (past chair 2008-2009)